Posted on by hildaweisburg

Quality Answers Require Quality Questions

Rhetorical questions are those with such obvious answers no one needs to respond. Simple questions get one word or even one syllable answers. If we want useful, useable answers, we need to ask better questions. Even if we fear a negative response. We cannot build the collaborative relationships we want or improve what we’re doing if we don’t ask questions that give us quality answers. Even if we don’t always like those answers.

Asking quality questions gives us information. “What would you want to do differently next time?” rather than “What did you think?”. If you’re in the midst of a project with students, ask “What was the hardest part of this so far?” In building a connection with your principal, ask, “What would you like to see changed about the library?” Here, you may want to get a little more specific based on your purpose is for this discussion.

In his article, Asking the right questions, Paul Thornton offers eight tips on how to ask questions that get quality answers. As he is addressing the business world, I will add my comments to show how to use the tips in our education world.

  1. Be clear about your purpose – Everyone, even students, are pressed for time and often under stress. Get to the point quickly. See the sample questions given above for suggestions on doing this.
  2. Prepare in advance – This is not the time for improvisation. Once you know the purpose you can decide what questions you plan to ask. In what order? Have them written down. Limit the number to no more than three and memorize them.
  3. Ask one question at a time – Whomever you are talking to needs time hear what you said and form an answer. And you need to be listening to each response. Your focus is on the information you are receiving, not rushing to ask your next question. Thornton reminds you not to ask rhetorical questions. You won’t get usable answers.
  4. Challenge assumptions – Whether you want students to think more critically, extend collaboration with a teacher, or enlighten a principal about how libraries have and need to change, we all carry a level of bias on what we think we know about the subject. Be clear about what you’re asking and don’t assume the basis/background of the answers you are being given.
  5. Connect ideas – Thornton says when asked properly and clearly, your questions will get your listener to gain new insights into whatever you are presenting. It will give them an opportunity. When it’s possible, connect the purpose of your questions (see the first item on the list) to your Mission Statement.
  6. Be comfortable with silence – If you want quality answers you need to allow people time to think. This goes back to Number Three. As you wait for the response, use the time to read body language to see where they are in the process. Giving people space and time to answer tells them you value their response.
  7. Encourage broad participation – With students, a pair/share exercise or having a group post their response on a whiteboard will allow you to see where the class is. With teachers, you might have them share several student projects in the library. A wider net gives you more answers and more information.
  8. Capture notes promptly – You want to have a record of what you were asking about and what the response was. Depending on whom you are talking to, it could be analog, digital, photo, or even a recording. In our fast-paced world, you could lose some information as you turn to the next thing. Give these answers the weight and time they deserve.

Improving the quality of your questions will help propel you forward in increasing the library’s value in the minds and behaviors of the populations you serve. What you learn in the process will be invaluable and further your growth as a leader.

Posted on by hildaweisburg

Tips for Managing the Library Classroom

As every school librarian knows, managing the library classroom is not the same as managing a typical classroom. Not only do students not come to the library on a daily or even a weekly basis, in some cases, but you have to add in the fact that the kids don’t see you as their real teacher. You can see where it becomes challenging. Plus, you have the ongoing possibility of drop-ins.

What is needed is a Classroom Management plan that encompasses all that happens in the library, ties into your Mission and Vision, and is cognizant of unforeseen circumstances cropping up. You need to keep yourself centered to manage it and make it a vital part of the school community. A tall order.

In Confident Classroom Management. A. Keith Young offers four tips for the traditional classroom. I have adapted to make them work for you.

  1. Let Each Day Start Fresh – Focus on today. Yesterday is over. Take time to review why something went off track yesterday or why it worked. Next, come up with a strategy to keep it from happening again or find a way to repeat it. Once you have your positive mindset in place—especially important after a tough day—move forward. Greet students with a smile and welcoming comments, even the ones who caused a conflict of some type on their last visit. Reset the tone for today.
  2. Maintain Relationships Separate from Behavior – This is not easy. We have a tendency to be wary when a frequent troublemaker comes in. A focused positive comment is vital here. Choose an article of clothing, hairstyle or some other personal connection for your comment. It will signal to the student that you are not holding onto what happened last time. Talk to the person, not the action.
  3. Redirect with Calm, Neutral Phrases – When a student acts up, rather than telling them to stop, ask a question related to the topic at hand without indicating the student is off track and not behaving appropriately. Offer an approving comment when they respond positively. If the student continues to be disruptive you can hand them paper and pencil and suggest they write what is upsetting them. Or you can ask if they need time away from the group. Each of these give the student agency to resettle themselves and allows you to remain focused.
  4. Conduct Social Audits for Better Interactions – While much easier to do in a typical classroom, you can incorporate it into your strategy, particularly with students who repeatedly have problems in the library. Young suggests you “guide students through reviewing a situation that occurred, identifying missteps, and outlining future actions—(then) offers clear and precise empathetic direction.” You will likely not have time to do this while the class is in session. Instead, have step-by-step directions for them doing it. Tell them to ask you for help if they have difficulties answering the questions. Also, consult with the class teacher and the guidance counselor for advice on dealing with this student. Working together my have a much bigger impact

Incorporate these four steps into your personal lesson plans, different from what you might submit to your principal. The more frequently you put it this management into effect, the more natural it will become to you. As a leader and school librarian in difficult times, it’s more important than ever for your library not to become a problem for the administration or add to the challenges of teachers. Instead, demonstrate every day how the library contributes to the success of students and teachers.

Posted on by hildaweisburg

Start at the End to Gain Support

TLDR. Have you come across this acronym? It stands for “too long; didn’t read.” It’s a warning given by the author, frequently followed by a summary, if they are concerned people might skip what was written. We are flooded with information without enough time to take it all in. You must have heard someone say, “Get to the point already?” Or said it yourself on occasion.

So what’s the solution?

Share your point – your end – at the beginning. When you make your point early, people know where you are heading and have a reason to focus quickly. We tend to build our argument to show why approving it is important and make the “ask” at the end. John Millen in his blog The Biggest Presentation Mistake Smart People Make explains why this approach rarely works and how to reverse the sequence of your requests.

These are his four steps with my usual connections to our school world:

  • Flip It: Start with the bottom line – Millen observes if you start at the end, even if people don’t have time to read the full message, they know what your point is. Think about wanting your principal to approve a project. You tend to build toward that idea, showing how well thought out your proposal is. Your principal is pressed for time. If you start at the end, letting them know what you want to accomplish, they are going to be listening for your arguments even if their first reaction is to reject it.
  • Executives think inductively – This is true for all decision makers. They are as much under stress as the rest of us, maybe more. But putting your ask first, your focus becomes: What I am proposing; three reasons why and how I will do it, and, finally, what questions do you have about it? Simple and fast. I have always recommended you keep meetings with your principal brief. This is how to do it.
  • Data builds credibility. Clarity builds influence. – We are so accustomed to “showing the data” we forget it needs to be put in an understandable context. Give the context – the result – first. Then share keep the data short and clear, using language that is understood by the listener. Millen recommends the order of information should be:
    • What’s the problem?
    • What’s your recommendation?
    • Why should they care?
  • A simple shift, a big payoff – Move more a deductive approach to giving information to an inductive approach. For example, instead of talking to you principal about genrefication like this: “I have been reading about the success many libraries have had by genrefying their fiction collection.” Use an inductive approach starts with showing a benefit to students and say, “I want to arrange the fiction collection by genres, allowing students to find books by subjects and focus rather than solely by author to help them get what they need quicker.” The difference is striking.

Millen concludes by reminding us to give listeners “the point, not the process.” Most recommendations and ideas are turned down because our audience got lost in all the information we offered, and they lost a connection to the outcome.

Don’t forget to try this with students, so they know from the beginning how your instruction will help them, and with teachers, so they immediately see the benefit of a collaboration. Even with presentations, if you give your audience the end results, they will remain more engaged in your topic to see how to get there. Start with the end in mind and you will lead your audience to the goal you’ve set.

Posted on by hildaweisburg

Leaders Show They Care

Watch the news the news or scroll through social media and it’s quickly clear that everyone is feeling stressed, overworked, and underappreciated. As librarians, we not only feel, but are actually under attack as well. Our jobs, our collections, our programs are under some intense scrutiny. Fortunately, there’s an unexpected tool that can help – Caring.

Sometimes the best way to deal with the negative emotions is by helping others. Our students need their teachers and librarians to bring our best selves each day, no matter how difficult. When we start by remembering how important and impactful the work we do is, we can tap into the power of connection.

In her blog article, The duty of care: How leaders can anchor teams in turbulent times,  Julie Winkle Giulioni presents seven ways to show caring in the business world. Here they are her seven, along with my adjustments for their application to the school setting.

  1. Benevolence– Make time to know what others value, what they care about in their school and personal life. Your interest in them opens the door to sharing and easing a burden they were carrying on their own.
  2. Trust – As I have often said, trust is the foundation of relationship, and as a leader you must build these relationships. Trust can come from keeping your word as well as keeping confidences. What a teacher may have shared with you is not one for you to share with others unless you have been given permission.
  3. Respect – Giulioni says this is about how you listen. Listening is a core skill in leadership.

You honor the other person’s journey and don’t jump to judgement if you don’t agree with their path.

  • Empathy – When teachers allowed you in on their worry and pain, let them know you care. You can share a similar pain, but don’t try to top theirs.  This isn’t a contest.
  • Communication – You show your caring by how you speak to students, teachers and, yes, administrators. According to Giulioni, you do so by welcoming their perspective and accepting their emotions. I would add the importance of tuning it to what is communicated in their body language. People sometimes mask their emotions on their faces, but you can often pick up what they are feeling by the way they are standing and subconscious hand movements. Pick up on these and ask about them if you notice something isn’t right.
  • Vulnerability – In this case, it doesn’t refer to over-sharing. Giulioni says it means admitting when you don’t know everything and when you have made mistakes. We are all human. Show your human side. It give others the space to do the same.
  • Support – You are in this for the long haul. It isn’t a one-time thing. Follow up on your conversations. Ask how things are going when you know there’s been a problem. Offer to help if they need it.

We are going through tough times, but I have always held on to the mantra, “This will change.” Nothing stays the same. Bad times become better, and good times go bad. But even when we can’t control what happens, we can control how we deal with it. What you do now will impact your relationships when times get better. Stay connected with people. In the words of Theodore Roosevelt, “Nobody cares how much you know, until they know how much you care.” Leaders care about others.

Posted on by hildaweisburg

It’s More Than Your Words

You are a relationship-builder. It’s one of your most important abilities. The relationships you create power and empower your program and the advocates who support it. To build relationships, you need to send clear messages. Unfortunately, there are many ways in which you can inadvertently garble it. Your communications are too important to the sustainability and growth of your program to chance them not being heard.

To avoid sending a mixed message, it’s helpful to be aware of ways in which it can go wrong and how to prevent that from happening. Wilson Luna in his article, Your Words Only Tell a Fraction of the Story — Here’s Why Tone and Body Language Actually Matter More, discusses a rule you probably don’t know and how to use it: Dr. Albert Mehrabian’s 7-38-55 Rule.

 Developed by psychology professor Albert Mehrabian in 1971, it states that “7 percent of meaning is communicated through spoken word, 38 percent through tone of voice, and 55 percent through body language.” It is astonishing to discover the words you use say only constitute 7% of what is taken in by the listener and more than half comes from your body language which involves your facial expressions, gestures, posture and eye contact.

Let’s try an exercise. Choose a sentence or two. Think of an emotion and then, saying the sentence out loud, convey that emotion using your vocal tone (pitch and pace). Repeat the sentence while thinking of another emotion. Let’s move on to body language by repeating the last exercise. Say the sentence with supporting body language. Now say it with contradictory body language. Can you hear the difference? Can you feel the difference?

Hopefully, most of the time, your voice and body language are aligned with your verbal message. The challenge is to be aware of times when the three or two of the three might not be in sync. To keep the communication channels clear, Luna offers these ways to ensure each of the ways you are sending the message you want:

Improving verbal communication: The practical ways

  • Clarity and brevity – Keeping it short and to the point is always safest. Everyone is pressed for time. Don’t clutter up your message. This is particularly important in speaking with your principal.
  • Intentional speaking – Think before you open your mouth. For important conversations, try mentally rehearsing your opening statement. Tell them what you most need them to know.
  • Eliminate filler words – “Uh’s, ” “umm’s,” and “you know’s” block the clarity you are trying to achieve. Rehearsing helps here, too.

The 38%: Using your voice effectively

  • Tone matching – Your tone of voice should match the message. The exercise you did with tone will help you keep them aligned. Don’t laugh off difficult news. Don’t assume good news will be met with more problems.
  • Pitch control – Speaking in a high pitch makes you sound nervous, which the listener may translate as unsure. Low pitches transmit confidence. Women’s pitches are naturally higher than men’s which give men an advantage here. See if you can modulate your tone lower. Also, ending your sentence with an up pitch sounds like you are asking a question, which is heard as insecurity with your message.
  • Controlled pacing – How fast or how slowly you speak can reduce the impact of what you are saying. Too fast and they may not hear every word. Too slowly and you might bore them, and they will tune out. Moderate is good for most things, with slightly faster speaking suggesting eagerness that pulls  listener in.

Strategies to improve nonverbal communication

  • Maintain eye contact – The expression “shifty-eyed” shows what happens when you don’t look someone in the eye. On the other hand, non-stop staring can make a person uncomfortable, too. Luna says “avoid doing it regularly. Instead, use eye contact as a gesture when speaking.”
  • Use facial expressions – Your face does most of your communication. A genuine smile goes a long way in getting your message heard. Do some mirror practice if you don’t feel confident with this. Head tilts also suggest interest, as does nodding when the other person responds.
  • Use purposeful gestures and open posture – You want your body to be loose and responsive to the content of what you are saying. When watching a program, see how the actors use gestures. Note how politicians use them in their speeches. Crossed arms say one thing. Hands in your pockets, another.

Save these suggestions, particularly the rehearsal ideas, for when you need your message to be as clear as possible. Whether it’s a meeting with your principal or a job interview, knowing how to communicate with clarity and confidence will have them hear and recognize you as leader you are.

Posted on by hildaweisburg

Get Your Messages Read

TL;DR – To have your message received, it must be read. These six tips will make sure that your messages are heard by recipients.

Text, email, and posts on social media are how we send and receive most of our messages today. We scan and read quickly. Do we take it all in? Mostly, but not always. When we receive lengthy emails, we read the opening paragraph and once we see how long the message is, we tend to scroll through to pick up the highlights (and now many servers offer AI summaries). The same is true with our social media posts.

We don’t always think about the messages we send in the same way, but the receivers do. Our communications with administrators and teachers are very important to us and too often we pack too much into them. The challenge is to be more succinct but also improve the look of the messages so they get read, and we get the desired results.

John Millen shows you how to achieve that goal in TL;DR: Be More Clear and Concise. (For those like me who are unaware of the abbreviation, TL;DR means “too long, didn’t read.) His guidance will ensure that your messages are not tagged that way.

Here are his 6 tips:

  1. Start with the purpose up front – You want to grab the reader’s interest. Clearly share the purpose and focus of your message is at the beginning. It’s something I strive to do in these  blogs.
  2. Use structure to your advantage – Bullet points, bolds, and italics along with number lists and short paragraphs draw a reader’s eye and help hold their interest. Long blocks of texts make people scroll faster, especially on smaller devices. Here I always have ways for you to see the important points quickly and keep most paragraphs to no more than three sentences.
  3. Prioritize the most important information – Whatever is most important, put it first. Millen says to think about the main idea or required reaction, why it’s important now, and what the reader needs to do next. By guiding the receiver through the key points they move through the contents and retain it. And if they rush to the end – the didn’t miss the most important parts.
  4. Anticipate reader questions – Millen observes that “great communication isn’t just about telling; it’s about answering.” Until seeing this blog, you might not have thought that your message structure was why you weren’t getting responses. The opening paragraphs hopefully answered that question for you.
  5.  Edit relentlessly – Consider your sentence length. Is the sequence logical? Could I use a better word? Have you slipped into jargon or are you using acronyms the reader might not know? Don’t give them a reason to stop reading. Keep them engaged.
  6. End with a call to action or key takeaway – Don’t leave your reader wondering what they should do next. Be clear: respond, call, set up a meeting? Is there a final point you want to drive home? Reiterate it at the end to make a strong lasting impression.

Leaders need to be clear communicators in all the ways they look to get their message across. Your messages are too important for them to be regarded as TL:DR. Keep these six tips in mind as your prepare your next one so you get maximum impact.

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Getting Others to Work With You

You are only recognized as vital to the school community when others know what you do – not what they think you do. And best way to make certain you’re better known and understood is to have a cooperative or, even better, a collaborative relationship with teachers. Then a peer becomes and ally.

With some faculty members, it’s easy. Others use the library as little as possible. In elementary school, they drop off their students and depart for their free period. In the upper grades, they bring their class to complete an assignment without you and don’t want your help. Somehow, you need to reach these uninterested teachers. If your past suggestions have been ignored, what can you do?

In her article, How to Get Genuine Cooperation from Difficult People, LaRae Quy provides a five-step approach for those in the business world to solving that challenge. Here are her steps, with my suggestions for those of us in education:

  1. Remember, our first reaction is to not collaborate – The teachers with whom you don’t have a natural connection likely feel they know their job and don’t need you to help them to do it. Quy’s suggests reaching them through a common interest. What do they care about? Email them about a resource or article that focuses on it. Follow up with one that says you hope it was helpful. Offer to work with them on a learning project on the topic. Ask them how they would like to structure it. Accept their approach, adding, as necessary, “we could also…” as a way to show how you can support them.
  2. Control facial responses – Not only do we communicate verbally, in print, and digitally, we also communicate silently with our body language. Our facial expression sends a message. Is your concern, disinterest or disdain visible? You don’t want your face to show that you think the teacher’s approach is not nearly as productive as it could be. Your negative silent message will carry a greater impact than your verbal positive one.
  3. Share personal stories – No one knows better than librarians how stories build connections. You might share memories about learning that topic when you were in school and any impact it had on your life. Figure out your story in anticipation of this conversation to keep it natural. Hopefully, your story will bring out one from the teacher. Now you have a new common interest and connection you can build your relationship on.
  4. Refuse to let it escalate – Should you get a strong negative response to any of your suggestions, keep from answering in the same manner. If you do, you have lost the possibility for any cooperation now or in the future. Quy offer saying this as an alternative, “I see how you feel (or think), but here is another way to look at the situation…” Start by acknowledging their reaction. It’s not easy to do in the moment, but knowing the importance of keeping your cool will help. (And work on controlling your body language and facial expressions.)
  5. Appeal to higher moral ground – Find a shared common value and speak to it. For example, you could say, “We both want our students to be successful not only in their studies but in becoming lifelong learners in an ever-changing world.” Common beliefs build connections, and connections build relationships.

The first time you try this with a teacher, it might not work and it may feel uncomfortable because it’s new. Collaboration might not come naturally for you either, but that’s not a reason to stop. Try again in a few weeks. Don’t give up. It’s too important. You can do it. You are a leader and have overcome obstacles before; you will do it again. The results – and the ripple effects to other teachers – will be worth it..

Posted on by hildaweisburg

What is Your Body Saying?

We are in constant communication. When alone, we communicate with ourselves by what we’re thinking, whether it’s a negative assessment, a positive mindset reframing, or a review of what is next on our to-do list. But non-verbal communication happens as we interact with others. And all the time.

A teacher greets you in the hall. At a barely conscious level, you access your history with them. Do you have a good working relationship? Is there one you are trying to establish? Have they been resistant to your previous outreaches? You also note how they look. Upbeat and happy? Tired? Annoyed?

While you are receiving this non-verbal message, the teacher is receiving your non-verbal message. Do you know what your body is saying? All of this occurs mostly without conscious thought, but that doesn’t make it less impactful. And when you begin talking, these non-verbal messages affect the response you are likely to get.

 As a leader, it’s important to be aware of how and what you communicate. I wrote about the many types and ways we communicate in my book, The Art of Communication: A Librarian’s Guide for Successful Leadership, Collaboration, and Advocacy (Libraries Unlimited, 2022) (currently less expensive in print than in Kindle!). I addressed our library world, of course, but the business world is also discussing the importance of understanding the many channels of communication we use.

Cheryl Robinson tackles the topic in her article, “What Your Body Language Says About Your Leadership Impact.” She notes, “Research underscores that body language has a greater influence on perception than verbal language alone. Positive, consistent body language reinforces trust and authority, while incongruent or negative cues may lead to misinterpretation or distrust.” Robinson goes on to detail how and what you are communicating.

Key Elements of Leadership Body Language

  • Body Movement – How are you sitting and standing? Fidgeting doesn’t send a leadership message. Sit up. Hands relaxed. A meeting with your principal or an upset parent is the most likely time to stay aware of this.
  • Posture – Shoulders back. Don’t slouch. It sounds obvious, but if you are not conscious of where your body is in space, you may he hunched over or low in a chair without realizing it.
  • Facial Expressions – Looking interested is important, but don’t overdue do it. Be animated, but not false. Faking it can be seen and negatively interpreted.
  • Space/Distance – Each of us occupies a physical space that extends beyond our body based on our size and culture. Too near is intimidating. Too far shows disinterest. Be aware of what you are doing and the (dis)comfort of those around you.
  • Gestures and Eye Contact – Open gestures are inviting, but too much gesturing is distracting, taking away from your message. You’ll seem frenetic and anxious. Maintaining eye contact shows trust and confidence (although be aware of cultures that consider it intrusive). Smiling genuinely is always positive.

I’d also add to this list: Listen attentively. Pausing before responding shows you paid attention to what was said.

Think of the best leaders you know. What do they project? How do they do it? Robinson states, “Maintaining a strong yet inviting presence is essential to conveying leadership effectively.” As leaders and librarians, we are in the relationship business. Being aware of what we are communicating enhances our ability to build these relationships. Know what messages you are sending and become a more effective and connected leader.

Posted on by hildaweisburg

Time for a Reboot

New calendar, new planner, new month, new year. The start of a new year is the ideal time to take stock of where you are and where you want to go. You have completed about half of the school year and had your winter break. It’s time to return to work.

What will that work be? Will it be a daily slog till the end of the year? That doesn’t sound like a leader. When your computer gets sluggish, you reboot it. Now it’s your turn for a reboot.

In his article, Warning: Upgrade Your Personal Operating Model, Arne Gast opens with the statement: Effective leaders continually adapt their priorities, roles, time, and energy practices to stay ahead of new realities. He then goes on to present numerous steps to the business workers on how to move their career forward. Much of his advice can be applied to our work life. Here are some of the key steps along with my interpretations for the library program.

Assess your priorities – What is your main purpose? Look at your Mission Statement. Does it still capture the focus of what your program needs to be? Tweak it if it doesn’t. Remind yourself of what is at the core of what you do. Let these priorities inspire you.

Do you fully understand your mandates? – Who are your stakeholders? Do you fully understand their wants and needs and how the library meets them? Remember these 4 Truths:

  • Every library, regardless of its type, is part of a larger host system.
  • Every library, regardless of its type, gets all its funds and resources from this larger host system.
  • Those funds and resources depend on the value of the library to the larger host system.
  • That value is determined by the larger host system.

What can you quit doing now? – This is a tough but important one. How many projects do you have going? What’s in your daily routine that drains your time and energy? Can any be reduced or combined? Or still better – eliminated? If not, look to plan these things according to your energy. Tackle the least important (ex: emails) at your least productive/creative time of day.

Are you focused on the work that only you can do? – We bring greater breadth and depth to the educational program. What are you bringing to students? Teachers? Administrators? How are you implementing your Mission Statement on a daily basis? What, if anything, do you need to change? You are the only librarian in your building. Let your unique contribution shine.

Who has your back? – Which teachers collaborate or cooperate with you regularly? Does your principal know and support the work you do? The underlying question is how successfully have you been in building advocates for the library? After you answer this, determine what do you still need to do. Create an advocacy plan for the remainder of the year if you don’t have one in place.

Manage your time – We’re tired of hearing this, but there are only so many hours in a day. The skill of time management is to maximize what time is available. (And this goes back to “Whaht Can You Quit Now). Have a basic schedule for when you do certain tasks, recognizing there will always be incidents that require immediate attention. The schedule helps you get back on track. Know your most productive times. Use the least productive time for routine, almost non-thinking, tasks.

Optimize your energy – No one can keep going without draining their inner batteries. You need time to recover and restore your energy. Incorporate self-care and time for family and friends into your schedule (yes, put it in that new planner(. You will be more productive and bring a more positive mindset to your work day.

Who are your real friends? – Who are the people with whom you can safely and appropriately vent? Who do you talk to when you are stressed out? In addition to your PLN (professional learning network) you should have another PLN — a personal learning network which should include family members and good friends.

Gast’s steps will get you ready to return and be the leader you need to be. I have one more step.

Make time for gratitude – It’s easy to be negative. So much is wrong in education and in other areas of our lives and the world. Focusing on that gets us nowhere. Make it a point each day to find three things for which you are grateful. It can be as small as a teacher thanking you for a website or app you found for them. Or it can be as big as getting a grant. You’ll find your spirits lift when you notice these moments

Positive leaders attract others to them. Use these steps to recharge, recommit, and be ready to step into success.

Happy New Year.

Posted on by hildaweisburg

It’s a Wicked World. Make It Work for You

There’s no question that things have gotten wicked these days. It’s hard not to be fearful and stressed, but that way takes the joy out of what we do. We know our students and teachers need us to be our best. How can we deal with the climate we face?

We are leaders. We don’t react; we act. It’s time to generate positive PR about school libraries and school librarians. And what better way to do it than to tap into the popular (see what I did there?) movie Wicked to inspire us and bring some levity to a serious challenge.

Kim Marcus guides you through the process in her article, 5 PR Lessons From Wicked and Its Most Iconic Characters. Laugh a little as you apply their route to success into your world.

Elphaba: Own Your Narrative – This is one we must develop. Like Elphaba, we have often been unfairly cast in the role of villain. Markus says, “Be proactive in telling your story.” We are good at tech and story. Be creative in using video, well-designed infographics, and other tools of our trade to show what kids are learning and doing.  Design a logo and tagline if you haven’t done so yet and look for ways to get it out to your school community and the larger one that doesn’t understand the depth of complexity of what a librarian’ s job is.

Glinda: Embrace What Makes You Extraordinary – Glinda knows all about how to be popular and win others over. We know how to connect learning to life and life to learning. We know how to find the “just-right” book for a kid and the most helpful tech resources to power a teacher’s lesson. Take in your strengths and use them to send your message out to the communities you serve.

The Wizard: Avoid Misleading Narratives – We aren’t the ones using smoke and mirrors to send out the misleading and fictitious narratives, but we do need to counter it. For these PR techniques, this means being mindful of avoiding the pitfall of “not statements.” Never say what we don’t do. Thinking we are countering that message by denying it, we are in fact reinforcing it. People tend to blank out the “not’s” when recalling points made.

Madame Morrible: The Power of Influence – The best way to deliver your message is to have someone else say it. Advocacy is always the key. Students’ showing their projects created through using the library and commenting on what the library means to them are your first best influencers. They tell teachers and parents who speak more often to administrators. Those fanning the campaigns against school librarians claim students are being damaged. Let your students show their successes and growth.

The Townsfolk: Build Word-of-Mouth Trust – Marcus points out it was the townsfolk who spread the lies about Elphaba. Our townsfolk, or a vocal section of them, are doing the same to us. Make a point of getting out into your community. Go to and use local businesses. Mention as if in passing that you are the librarian at the school. Make positive comments about the business. In other word, build a relationship. Look for opportunities to help them with a tech issue and/or find information they need.

It is definitely time to defy the gravity of negativity pulling us down. Tap into these lessons from Wicked. Because every librarian deserves the chance to fly.